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Program Strategy in Education and Human Resources

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Program Strategy in Education and Human Resources - , PROGRAM STRATEGY IN EDUCATION AND HUMAN RESOURCES FY 1973-1974 Office of Educa110n and Human Resources Bureau for Technical Assistance Agency for International Development AUGUST 1972 BEST All, IA LE COpy AGENCY FOR INTERNATIONAL D E'V E LOP M E.N T Technical Assistance Bureau Office of Education and Human Resources Program Strategy in Education and Human Resources FY 1973 - FY 1974 '\0 May 26, 1972 Revised July 24, 1972 / !• Technical Assistance Bureau OFFICE OF EDUCATION AND HUMAN RESOURCES Program Strategy in Education and Human Resources FY 1973-74 Table of Contents SECTION PAGE I. Introduction • 0 ••••••••• 0 •••••••••••••••••••••••••••••••••• 1 II. Background ••••••••••••••••••• 00 ••••••••••••••••••••••••••• 2-3 III. Definitions • •••••••••••••• 0 • o •••••••••••••••••••••••••••• 3-4 IV. Purpose and Functions -~AtEHR 0 •••••••••••••••••••••••••••• 4-7 V. General Strategy • ••••••• 0 0 ••••••••••••••••••••••••••••• 7-8 VI. Sector Analysis and Strategy · . 9-11 VII. Key Problem Areas General • • 0 ••••••••••••••••••••••••• 11-12 VIII. Key Problem Areas - Specific • ••••••••••••••••••••••••••• 13 A. Educational Technology 1. Statement of the Problem ••••••••••••••••• 13 2. Potentials for Development •••••••••• 0 •••••• 13-15 3. Strategy •••••••••••••••••••••••••••••••••• 15-16 4. Strengthening U.S. Capabilities •••••••••••••• 16-20 5. Strengthening LDC Capabilities •••••••••••••• 20-25 6. Future Directions and Prospects •••••••••••••• 25-28 7. Resource Allocations •••••••••••••••••••••••• 28 B. Non-Formal Education 1. Statement of the Problem ••••••••••••••••••• 29 2. Potentials for Development ••••••••••••••••••• 29-30 3. Strategy ••••••••••••••••••••••••••••••••••• 30-31 4. Strengthening U.S. Capabilities •••••••••••••• 31-33 5. Strengthening 100 Capabilities ••••••••••••••. .33 6. Future Directions and Prospects •••••••••••••• 33-34 7. Resource Allocations •••••••••••••••••••••••• 34 io Table of Contents--continued SECTION PAGE C. Educational Finance and Measurement 1. Statement of the Problem •••••••••••••••••••••• 35 2. Potentials for Development •••••••••• ~ ." ••••••••• 35~38 3. Strategy •••••••••••••••••••••••••••••••••••••• 38-39 4. Strengthening U.S. Capabilities •••••••••••••••• 39-41 5. Strengthening LDC Capabilities ••••••••••••••••• 41-43 6. Future Directions and Prospects ••••••••••••••• 43-47 7. Resource Allocations ••••••••••••••••••••••• 48 D. Human Resources Development 1. Statement of the Problem •••••••••••••••••••••• 49 2. Potentials for Development ••••••••••••••••••• 0 • 49 3. Strategy ••••••••••••••••••••••••••••••••••••• 49-50 4. Strengthening U.S. Capabilities •••••••••••••••• 5. Strengthening LDC Capabilities •••••••••••••••• 6. Future Directions and Prospects ••••••••••••••• 7. Resource Allocations •••••••••••••••••••••••••• 51 IX. Externally Determined Program Activities •'. "••••••••••••••••• 52-58 A. Government Advisory Committee on Books and Libraries 53 B. Information Transfer for Development - Materials, Media, Methodology 0 •••••••••••••••••••••••••••••••••••••••• 54-58 x. AID Professional Staff Development - Education •••••••••••• 59 ii. OFFICE OF EDUCATION AND HUHAN RESOURCES I. Introduction This program strategy in education revises and updates that of June 1971. Although it covers essentially the same areas of activity, it deals more vnthstrategic aims, plans and efforts, and somewhat less with tactics - specific projects and actions. The latter vall be spelled out in some detail in the program submission. However, even the program submission will have to beindic­ ative rather than definitive. The reason for this is that the activities of the past year (longer in the case of educational technology) have been designed primarily to provide concepts, knowledge and experience upon which to set our course for the next several years. A rigorous review and evaluation of all our projects in edu­ cational technology is scheduled for this summer and falle From this,we ~xpect to derive insights vnth regard to additional needs in technical assistance, research and institutional development. Our one major project in non-formal education has been in operation for only a year. VIe shall" be reviewing in June the results of nine studies which are in progress by the Michigan state University. HOivever, the sununer of 1972 will be a period of intense activity, and it may not be possible to fully define our program in this field until September or October. The situation is substantially the same in educational finance and measurement. '-1hile the Harvard project is showing great promise, its efforts at conceptualizing and defining methodologies and research requirements will not have fully matured for perhaps another six months. This is not to suggest that we are not in position to lay out our strategic plans or to indicate reasonably specific pro­ gram actions. It does indicate that we are hesitant at this time to make final judgments about project activities which should have priority, in view of the sharp limitation of resources allocated for education and human resources development. 2. II. Background The Office of Education and Hmnan Resources completed its key problem analysis in May 1970~ elld the analysis was approved by the AID Technical Assistance Executive Committee in July 1970. The key problem identification process took place over a period of a year, in consultations throughout the Agency, with external authorities and vTi. th LDC educational leaders. Scores of problems were considered, C::~:''::1l of ~·Thich were documented for consideration of the TAEC. Three of the eight were judged by the TAEC to be of the highest priority for the LOes and AID. These were educationaJ. technology, non-formal education and educational finance and measurement. HOlllF' of the Q'G.Et.\llt areas 'liTere excluded because lindtations of resources made sharp concentration necessary. It is inter­ esting, and perhaps significant, however, that after two years several of these BQu~' areas have emerged as among the highest priorities for both LDCs and develo]!illent assistance agencies: education and employment; enhaY1cement of the role of women in development; the role of the university in development; new emphases on teacher education9 This problem identification and selection process was the first phase of 01~ general strategy for contributing to educa­ tional development. The second phase of our strategy was to prepare Action Programs and Work Plans for each area, in consultation with internal AID Task Forces and "i·lith the advice of external consultants. The rubric for each Action Program and Work Plan in each problem area is as follows: (1) statement of ~ problem (not Am' s problem); (2) identifica~n of major obstacles to its solution; (3) examine extent end itTa:yS LDC' s are trying to cope with the problem; (4) present and/or prospective role of AID; (5) present and/or prospective role of other development assistance agencies; (6) human and organizational resources available to AID; (7) involvement of Regional Bureaus, AID Missions and LDes; (8) design significant research efforts; (9) identify or create field pilot or experimental projects, and (10) encourage and assist in establishment of full-scale field projects. Although the first two phases of this general strategy continue to evolve~ major emphasis is now shifting to the third phase: fostering Si~lificant activity in research, experimenta­ tion and implementation of projects in the key problem areas by AID, the LDes and other assiut~~ce agencies. This involves: (a) Mobilization of resources through which to develop a better understanding of the key problem areas, and to identify and test the various problem-solving options. (b) Facilitating the excha.?1ge of such an enhanced knowledge base among those concerned~ including the official and intellectual communities of the LDC and donor nations, the multilateral assis­ tance agencies, and a ,·Tide range of interested individuals and institutions. (c) Rendering assistance, directly by AID or by institutional intermediaries~ to host country problem-solving efforts in the key problem areas. The follo\'Ting program strategy submission indicates our progress to date and the principeJ. efforts enVisaged for the next two years. III. Definitions of Terms The terminology of development tends to be ambiguous; there is not even a general concensus as to a proper definition of development itself. This observation is particularly true in the terminology of education. vIe have therefore undertaken to define the principal terms used in this submission in an attempt to establish a better understanding of our intended meaning: A. Strategy: A genere~ plan of action designed to achieve a defined objective with the resources available, or to gain a more advantageous position from \·rhich ·to seek that objective. B. Objective: To assist the'developing countries in providing more useful education and information, for more people, at costs the countries c~~ afford to p~. 00 Education: Any fo~~ or mode of learning which enhances the quality of life of the individual and/or enables him to contribute more effectively to his society. D. Educational Technologye Devices for delivering informa­ tional and· educational ~ateri;ls~ and a ~et of methodologies for organizing the content and conduct of the teaching and learning process. E. Non-Formal Education~ All forms of purposefully conducted education outside th;fo~a1, graded school systemo F". EducationJl",!_~""i.ll?QSg .. l'.~~Q.§..~~~~g The process of identifying and
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